LB 
Tn SUGGESTIONS 

FOR 



Seat Work and Games 

Primary Grades 




SUGGESTIONS 

FOR 

Seat Work and Games 

Primary Grades 




ELEANOR TROXELL 



1 1 






6A 



COPYRIGHT 1921 
ELEANOR TROXELL 



AUG 24 1';. 
©C1A623361 

Tribune Publishing Company. 
Dillon, Montana. 

^0 I 



SEAT WORK 

PAPER CUTTING, DRAWING AND MODELING 

Nature objects, model for use in play store. 
Illustrate an excursion, stories, games, home 
activities, activities of Indians. Use for class post- 
ers, sand table projects, or for individual illustra- 
tions in posters. 

Make and dress paper dolls for rainy day play. 
Faces put on by upper grade art classes or faces cut 
from magazines and pasted on. Dresses decorated 
by crayons or cut strips of paper. 

Make designs for wall paper and linoleum for 
doll house; for book covers and boxes. 

Work out stencils for use in decorating covers of 
work books, curtains, favors. 

Make paper plates, napkins, doilies and runners 
for serving meals in connection with the study of 
the home, or for the doll house, or a party. Dec- 
orate. 

Make animals, persons, and objects taken up in 
the study of the home or in Indian life, for booklets, 
posters, or for sand pan. 

Let children experiment with the paper or clay, 
then criticise each other's work. Teacher makes 
suggestions and children try again. 

Cut out pictures which have definite outlines and 
are attractive to children. Use for (1) making 
posters, (2) labeling and advertising in a play store, 
(3) paste into scrap books for gifts. 

Tree cutting and coloring of fruits and veg- 
etables, or cutting of them from seed catalogues for 
canned goods in grocery store. Modeling of the 
same. 

Toy coins made to be used in buying and selling 
games. 

Modeling of cookies, doughnuts, and cinnamon 
rolls used in connection with cooking and serving 
plays. 

Modeling of utensils and dishes used in the cook- 
ing and serving plays and in the study of Indian life. 
Planning and designing for jute or yarn rug, by 
making sample patterns first in paper. 

Modeling of toys for toy store at Christmas time 
as dolls, animals, set of dishes, ten pins, candles. 
Modeling of gifts as paper weight, tea tile candle 
holder, bowl and flower holder. Press in a model of 
card board to make an impression of a bird, flower. 
Note: (Fire, paint and shellack these.) 
Modeling of Indian bowls; decorate. 
Modeling of marbles and colored beads; decorate. 



Recipe for Indian Beads. — 4 cups of salt; 2 cups 
of corn starch; 2 cups of water. Mix the corn starch 
with the water. Heat the salt. Mix the corn starch 
and water with the salt. Roll into beads. Put holes 
in with darning needle before hard. 

Draw two concentric circles of any size. Cut 
paper or cardboard used so as to make a circular 
picture frame. Decorate or cover with raffia. Put 
in any picture desired for a gift. 

Make paper Christmas trees, folded, cut, and 
pasted so that they will stand. Make paper toys 
for same. 

Draw toys, Christmas trees, pictures from "The 
Night Before Christmas," and pictures resulting 
from activities of out of doors after the first snow 
fall. 

Make simple room decorations for Hallowe'en, 
Thanksgiving, Easter, Christmas, as Brownies, fall 
leaves, pumpkins, toys. 

Make and design Valentines, Easter eggs, bun- 
nies. Mount the last ones for Easter cards. 

Cut out circus parade. Invite children from an- 
other room or the parents. Each child tell the 
characteristics of a certain animal, or about its 
training. 

Make toys, pinwheels, balls — a number of strips 
of paper ^xG inches. Fasten all together at both 
ends with a very fine paper fastener. Pull out the 
strips to make a ball — Horse reigns, nests of boxes, 
wagons, Jack-in-boxes, caps, lanterns, boats. 

Illustrate parts of a story by drawing or cutting. 
Teacher and other members of the class guess the 
story chosen. 

Make portfolios in which to place work, or make 
work books. 

Cut oblongs of any suitable paper, correct size 
for flower pot covers. Decorate. Fasten around 
flower pots. 

Furnish a doll house made of cracker boxes. 
Children paint. 

TEXTILES 

Weave rugs of rags, or yarn, or jute, for doll 
house or for iron holders. (Looms made in number 
period.) 

Weave doll hammocks of jute, carpet warp, ma- 
crame cord. 

Marble bags woven from pretty colored rags, or 
made of squared gingham and cross-stitched. 

Make scrap books of colored cloth brought from 
home by children. Overcast edges of the leaves 
with yam, crochet cotton or thread. 



Make curtains. Use stencils for decorating, with 
wax crayons. (Use yard measure.) Give entertain- 
ments to pay for material. Also make curtains for 
doll house. 

Make dusting cloths of old pieces of cloth brought 
from home. Overcast edges. 

Make dust caps and broom bags for mother's 
spring cleaning and in home activity plays. 

Make penwipers of pieces of old flannel. 

Make needle books of cloth or raffia. 

Make a paper doll 8 inches tall. Use as pattern 
for a rag doll. Stuff with little pieces of rag or 
cotton batting. Cut kimona dress. Sew up side 
seams. 

Cut 7 inch squares of heavy cloth brought from 
home. Sew together. Make into bean bags for re- 
cess games or number games. 

Make patch work quilt for a child's hospital, 
children's home, or some needy child. (Room prob- 
lem.) 

Jumping ropes — spool knitting or slip knot. Use 
heavy cord. 

Weaving of tarn O'Shanter caps, and sweaters. 

READING AND WRITING 

Work from printed or written directions in play- 
ing a new game or in working out a simple experi- 
ment. 

Cut or draw illustrative home occupations for the 
week and mount upon separate pages for a book. 
Label, using from reading work as "Monday is Wash 
Day." Picture-w T ash-tubs, boiler. 

Make labels for use in store, as "Eggs, Potatoes." 

Make signs for use in the room as "Please Close 
the Door." "Library, No Talking." 

Choose a story. Read silently in preparation for 
the "Story Hour" once a week, when children read 
to each other. 

Cut up old primers for stories which children may 
paste in a book to take home as soon as they are able 
to read them. This gives children reading material 
who may have none at home. 

Send to friends for any children's books not in 
use. Put them in one corner of room. The library 
period, when children may have free use of the 
books, may be great incentive to reading. 

Make dictionaries. Place in them, at seat work 
period, all words children are sure of in previous 
days' spelling. 

Writing of a play in groups. 

Copying poems, for a poem book, or for lower 
grades to read. 



From reference shelf children choose books in 
which to look up information as "Some of the Ad- 
ventures Lewis and Clark Encountered." Teacher 
have books listed on board with pages. 

Have quick children help slower ones or those 
who have been absent. Give children who are thus 
backward extra reading periods. 

Give every child two envelopes, one containing 
pictures; the other words naming the pictures. 
Match. 

Make packs of cards with words on one side, 
picture on the other. Encourage children to run 
through pack giving word without looking at pic- 
ture. 

Write what happened on playground. Draw 
pictures, when words trouble. Use as basis of word 
study. 

Write a short composition following outline which 
children had dictated to teacher the day before. 
Second Grade. 

NUMBER 

Construct circle maker, for making of circles for 
clock face, wigwam. A strip of paper 1 inch wide 
and 6V2 inches long. Beginning % inch from end, 
mark off into 1 inch squares. To use the marker, 
put pencil in a hole made in the middle of first line 
made V2 inch from one end. Put a pin through the 
middle of the marker at any desired radius. Put 
the pin through the drawing paper and move the 
pencil around to draw the circle. 

Use 6x8 inchs drawing paper. Draw figure 5x7 
inches. Divide into squares inches. Use for cal- 
endar 

Make boxes, baskets, paper sacks, price tags, and 
pocket books to be used in connection with grocery 
store. 

Cans made from paste board tubing to represent 
canned goods in grocery store. 

Make milk tickets for buying milk. 

Make cylinders of light weight card board for use 
instead of ten pins in playing number games. Each 
one knocked down may count 2 or any other desired 
number. Children keep own scores. 

Make dominoes of card board. Each card 6x3 
inches. Dots of colored paper pasted on. Use in 
number games. 

Make a tape measure 1 inch wide of heavy paper 
or well stai^ched cloth. Mark off in inches. Wind 
upon a spool. Use in measuring each other to note 
gain in height at end of year, or for measuring cur- 



tains, or Indian costumes, made like paper doll 
dresses. 

Folding rulers made of three 2^ inch tag-board 
pieces. Fasten together with very fine paper fasten- 
ers. Use in measuring garden plots. 

Hollow cubes of light weight tag-board. Paste 
calendar numbers upon the faces. Use for games in 
addition and subtraction. 

Mount pictures for picture sale. Write price on 
back of pictures. 

Make number books. Number pages. Keep in 
them (a) scores for games, (b) daily number work 
to note progress, (c) bills such as a milk bill for one 
week for one child. 

Make up all problems children can think of that 
equal a g*iven number as: 

3 5 9 

4 2 2 that equal 7. 

Cards on which combinations are written are giv- 
en out. Children give answers and exchange with 
one another. 

Cards on which there are missing numbers in 
combinations are distributed. Children copy and put 
in numbers, exchange. 

Example: 8 7 
10 10 

Write by 2's, 5's, 10's, etc., in given time. Write 
backwards. 

Make a clock face. From it learn halves, quart- 
ers, thirds, and counting by 5's. 

Make a thermometer in second grade. From it 
learn to count by 2's and 10's. 

Construction of simple grocery wagon, as from a 
paste-board box and milk bottle tops. Same to be 
used in store play. 

Making of patterns of Indian doll costumes, and 
Indian costumes for themselves. 

Construction of Indian lodges through experimen- 
tation first. 

Construction of furniture for doll house. 

Construction of baking tins used in cooking play. 

Construction of May baskets. 

Construction of card board looms for weaving. 



GAMES 



WORD GAMES 

Two children are chosen by the teacher to stand. 
She then holds up words printed on cards before 
the children. The one calling the word first receives 
the card. After all the words have been said, the 



rest of the class are permitted to clap for the child 
having the most cards. Allow children to choose 
successors. 

The teacher writes a list of words on the board — 
about ten, and the children pronounce them while she 
is writing them. Then the teacher says: "Let us 
all take a nap. While you are sleeping I'm going to 
cover two of these words. Then when I say 'Ready' 
you must all waken and see who can name the words 
that are covered first. The children that have the 
brightest eyes and name the words first may then 
come up and cover a word while the rest of us take 
a nap." 

Have words needed for drill on the blackboard. 
One child covers his eyes while the teacher or an- 
other child points to a word. Then he takes the 
pointer and tries to find the word chosen. As he 
points to a word he asks: "Is it Kitty?" The 
children answer: "No, it isn't Kitty." The child 
keeps trying until he points to the right word. Then 
the children say: "Yes, it is Baby." Another child 
covers his eyes and the first child points to a word 
for him to find. 

The words to be drilled on are flash cards. These 
are placed along the front of blackboard. The room 
is then divided into two sides. One from each side 
goes to the board and takes every card that he 
recognizes and returns to his seat. The children in 
their seats keep score of the number of words each 
child gets. Then the cards are put back and next 
two go, until they have all had a turn. The side 
having the highest score is the champion. 

Place the printed words in front of room so all the 
pupils can see them. Call on a pupil to go up and 
get a card and tell the name on it. If he tells the 
word correctly he may keep the card, and so on until 
all the cards are gone. If he does not tell the word 
correctly he must put it back and his turn is gone. 
The game may be varied by having the teacher ask 
the pupil to bring her a certain word. If successful, 
he may keep the card and if not he must put it back. 
In this way all the cards are taken. 

Place the words upon cards in a circle on the 
floor so that there is a word for each child. Have 
the children march or skip around the circle and at 
a given signal stop each child in turn, reading the 
word in front of him. 

Teacher writes the words on the board, among 
them two or three words that have caused trouble. 
She tells the children to close their eyes tight while 
she writes. When she says: "Ready" they open 



their eyes and hunt for the troublesome word. 
Teacher tells them when they are hot or cold. The 
first child knowing the word cries: "I spy." When 
rest have discovered it, the first child has the privil- 
ege of hiding the next hard word. 

The children stand in a row. The teacher holds 
up a card. Each child has a turn. If he answers 
correctly, he gets the card. Who has one card? 
Who has two ? Who has three ? Let them clap for 
the one having the most. 

Make copies of the words — because, boat, boy, 
began, bee. Write words on board, have children 
say them as you write them. Place printed copies 
on blackboard ledge and have one child match and 
call as many words as he can. The number he says 
correctly counts his score. The one who can give 
correctly the one missed takes his place to match 
words. 

Pupils choose two sides. One person on each side 
is a captain. Teacher holds up flash cards on which 
words are written or printed. Pupils tell them. She 
gives the first word to one side and the second to 
another, just as in a spelling match. When the word 
has been given correctly, the teacher gives that card 
to the captain of that side. When all the cards are 
in, the captains count their cards. Whichever side 
has the lai'ger number of cards chooses something 
for the other side to do, as telling all the words. 

All old and new words are written on 
the blackboard. The children go to the board, one 
closes his eyes while the other points to some word, 
after which he takes his seat. The one remaining 
then opens his eyes and attempts to find the chosen 
word. He asks questions of children at seats, as: 
"Is it orange?" If not, the children say "No." He 
asks again: "Is it blue?" until he has found the 
right word. When the children answer: "Yes" he 
takes his seat and two more pass to the board. 

A list of words are written on the board. The 
children choose sides as for an old-fashioned spelling 
match. The teacher gives out one word to each 
side. As the children pronounce them she goes on 
to the next. If child on one side misses a word the 
other side has a right to choose one from that side. 
The side having most children wins the game. 

Children are in two rows facing each other. 
Upon the floor in front of each child are three words. 
The first one in each row stoops, takes a card and 
gives the word, takes the second card gives the word, 
takes the third card and names it. When he has 
finished, the second child does the same thing, follow- 



ed by others in the line. Each side is racing to dis- 
pose of all the cards first. No child must touch his 
cards until it is his turn. 

Have each word on a printed card. After the 
words have been recognized by the class as a whole, 
place them in a pile, or they may be arranged in a 
row at the blackboard, facing the blackboard. Two 
pupils are chosen. Time them allowing each to have 
a chance to name the words. The one who has the 
most words in a given time wins. Choose two others 
treating the same way. 

SPELLING GAMES 

Children cut letters. Spell cat, for instance. 
Child who holds C comes to front, A, T, arrange 
themselves in order to show word. 

Two rows spell at a time. Words on cards. 
Teacher shows cards first to one row, then to other. 
Row with largest number of cards wins. 

Trapping. Choose sides. Pupils then elect a 
captain and a trapper. If a pupil spells a word 
wrong, the trapper must catch it. He must spell it 
correctly. If he does not, the trapper on the other 
side must, and the person who missed the word goes 
to the other side, the trapper takes his place, and 
appoints a new trapper. 

Words written on board. Child erasing and spell- 
ing correctly the most words wins the game. 

Words on cards, placed with blank side out on 
blackboard. One child takes a card, looks at it, 
turns it away, spells. If correct, he turns another 
card for another child. If that one spells correctly 
he turns a card, it not, the first one spells it and 
has another turn. 

Choose sides, each side having a captain. The 
captain on one side calls upon a child on the other 
side to spell a word. If the child misses, he comes 
to that captain's side. If he does not, he remains 
where he is. The side having the most number of 
children at the end wins. 

Children sit in a circle. One child is outside, who 
is "it." He taps a child on the back. "What is it?" 
asks the child who is tapped. The answer is given 
in a word as "stand." The one tapped must be able 
to spell the word, and if so, he is "it." 

Have objects on the desk whose spelling is needed 
in written work. Child looks at objects and chooses 
three. The row spelling the most words correctly 
wins. 

Draw a circle on the floor — "The Witches King- 
dom." Have an old witch. Children on outside of 
circle. Old witch tries to catch one, without leaving 

10 



the enchanted circle. The one she catches must 
spell a word the witch gives her. If she does, the 
old witch lets her go. If not, she remains with her. 
The children never caught win. 

Children sit in a semi-circle. One child keeps 
score. If a child misses a word, the scorekeeper 
writes under his name. The second time, he writes 
U, and the third time T. Then he is out of the game 
and can return only when he is able to spell 3 other 
words correctly, which have been misspelled by other 
children. 

Children in circle. One in center, who points to 
some child to spell a word. If he misses he stands 
behind one who spells it. 

One child in front of room is king. The teacher 
has given each child a word to ask the king to spell. 
If he misses one he loses his kingdom. (Take re- 
view words.) 

One child thinks of a word the class has had. 
He says: "I am thinking of a word that rhymes 
with fight." or "one that has double o," or "one that 
has the ow sound." He calls on a child who replies, 
"Is it 1-i-g-h-t?" the child calling may say: "Yes" 
or "No," "It is 1-i-g-h-t, light." 

Children in circle with words pinned on. Child 
in center calls, "Mary" and tosses her the ball. Mary 
must catch the ball then spell her word. If she 
catches the ball and misses the word, she loses her 
turn to throw the ball. 

Write on the board a list of words which contain 
smaller words within them as TRAIN, BEAT. Call 
children's attention to this fact and let them discover 
and underline the small words. Erase underlined 
parts and allow children to write them in. After all 
words have been erased, "What word does RAIN 
make you think of?" "eat," etc. 

Write a word slowly on the blackboard. As soon 
as written, erase. Have the word spelled by several 
children individually. All children spell it to them- 
selves, or all children spell it aloud. Continue in 
like manner with the other words to be studied. 

Each word in the lesson should be written on a 
large, separate card about 6x12 inches. Hold up a 
card for a few seconds so that all may see, then take 
away and ask a child to name and spell the word; to 
write it on the blackboard, or to write it on paper, in 
which case, all the children could do it at the same 
time. 

The initial letter of each word in the lesson 
should be written on a slip of paper and all of them 
placed in a box. There must be as many slips as 

11 



children. When slips have been passed, each in turn 
spells the word indicated by the first letter on his 
slip. If there is sufficient time, children may ex- 
change slips and spell again. 

Children are divided into two sides. Give the 
first child a word to spell. If spelled correctly, he 
may give one to the next child, till each has had a 
turn. One point is given for each correctly spelled 
word. In conclusion, add the points on each side to 
see which has won. 

After words have been studied, instead of writ- 
ing them as usual, let children go to the board and 
use just the new words of the lesson in sentences. 
For example, if the word were "bought," "Think of 
something you have bought recently. Then tell me 
by writing a sentence about it." 

In writing irregular words on the blackboard, 
draw attention to difficult parts with colored crayon. 
After the words have been studied silently, these 
colored letters may be erased and a child asked to 
rewrite that part or to spell word orally. Difficult 
part may be underlined instead of colored. 

NUMBER GAMES 
First Grade 
Use sight cards with the combinations on them. 
Have a race. The child making the fewest mistakes 
wins. 

Six circles are drawn with chalk on the floor ar- 
ranged so there will be three circles in the front 
row; two in the second; and one in the third. The 
number tw r o is placed in each circle of the first row; 
number three in the second and number four in the 
third. About four feet in front of the first row 
place a line. Each child is to stand on the line and 
throw two bags, one at a time. A score is made 
when a bag falls in a circle. The child writes the 
number of the circle in which his bag fell, opposite 
his name on the board. When each child has had 
several turns and the game is finished he adds his 
score and the children compare the total scores. 

Two colored circles are drawn on the floor. A 
line is marked at a certain distance, from the rings. 
The children stand on the line to throw the bags. 
The children are divided into groups, the Reds and 
the Blues. The score is kept on the board, making 
as many squares for the score as there are players. 
Each player has one turn. If the bags fall between 
the two circles count 2; if they fall within the small 
circle count 4, and the big circle, 0. The score is 
counted by the children. Measuring may come in 

12 



here if the children are allowed to make their own 
bean bags. 

Place a large pasteboard box on the floor. Re- 
move the cover and put a string of little bells across 
the middle of the box. The children stand about 
eight feet from the box and take turns trying to 
throw bean bags into it. One child stands near the 
box to take the bags back to the one who throws 
next. If a player throws the bean bag so that it 
goes into the box without ringing the bells, he scores 
nine. If the bag hits the string of bells and then 
falls into the box the player scores six. Scores 
should be kept on the blackboard by the pupils. The 
number counted for each throw may be changed 
from time to time. The child with the highest score 
wins. 

One child is the witch. All the children run 
across the line and if the witch catches a child, she 
places him in a small circle containing a number 
combination. If he can answer the combination in 
the small circle as soon as he is placed in it, he may 
go The children who are never caught are the 
winners. 

Draw a circle on the floor about twelve inches in 
diameter. Draw three more circles around this one. 
Have each circle about eight inches larger in diamet- 
er than the preceding one. Beginning in the center 
number the circles 1, 2, 3, 4 and 5. Give each child 
a bean bag and let each have two trials. Let the 
child stand on a chosen line and throw for circles. 
If the first time he threw the bag in circle 4 and the 
next time in circle 2 his score would be 4-2 — 6. Have 
each child keep his own score. 

Children form semi-circle; ring toss placed in 
open space. Two children are given a ring each. 
Center peg counts (5); the outer counts (1); second 
(2); third (3); fourth (4.) They toss the ring aim- 
ing at one of these pegs; if they ring a peg they put 
clown their score; if they get none, no score is put 
down. The aim is to see who can get the most fives. 
They should stand at the distance an average child 
in the first grade can toss. 

Have several wooden pegs on the floor. Then 
have three rings. Each child is allowed three 
throws. The object of the game is to see which 
child can throw the rings over the pegs the most 
times. If a child rings two pegs one time and one 
peg the next time, he will add his sums. Then they 
will see who has made the most rings. 

Draw a number of circles on the floor so that the 
child may hop from one to another easily. In the 

13 



circle at the starting point put the number which you 
are going to add to the others. In the other circles 
put numbers, whose combinations, added to the first 
number will not exceed ten. The child starts on the 
first circle. As he hops to each of the others he 
calls out the sum. The object of the game is to see 
who can make the most combinations. 
First or Second Grade 

A child stands facing the class and says: "I am 
thinking of two numbers which make nine. What 
are they?" One child may ask: "Are they seven 
and two?" Another may ask: "Are they four and 
five?" The child keeps standing until the right an- 
swer is given. Another child stands and says to the 
class: "Of what am I now thinking in the table of 
twos?" In the same way as stated above, the other 
pupils may guess until correct answer is given. 

Take a large square of cardboard and cut nine 
holes, each 6 inches in diameter numbering them 
from 1 to 9 inclusive. Have the chidren toss bean 
bags at the holes, and count score by the numbers 
of the holes through which the bags fall. This 
would be good to use in the 3rd grade in learning 
the multiplication tables by giving each child two 
trials and multiplying the two results. In the 1st 
grade it could be used for simple addition. 

Place from ten to fifteen simple examples on the 
board. As soon as a child begins adding, subtract- 
ing, or multiplying, which ever the case may be, he 
continues until he makes a mistake, when another 
pupil helps him and he continues. The child finish- 
ing with the fewest mistakes and the least number 
of minutes wins. 

Materials — A large box of colored beads or other 
interesting counting material. A smaller box or tray 
for each child might help. Description — Each child 
is given or takes the unmber of beads representing 
the largest number to be reviewed. One child pres- 
ents a closed hand to another saying: "How many 
beads in my hand?" The child so addressed may 
answer any number not larger than the amount 
agreed upon. His guess results in forfeits. A cor- 
rect guess gives him the entire contents of the closed 
hand. If his guess is too large he must place in the 
hand as many more as are needed to make the num- 
ber guessed. If his guess is too small he must place 
in the large box the difference between his guess and 
the hand. The game continues. The object is to see 
who has the most beads at the end. After the chil- 
dren know combinations this game may be played in 
pairs at the desks for seat work. 

14 



Second Grade 

As a drill in addition, the teacher may say: "I 
am thinking of two numbers which added make 10." 
The pupil says: "Is it 7 plus 3 equals 10" or "Is it 
8 plus 2 equals 10?" and so on until he finds the 
right combination to make ten. 

On the floor is drawn a circle with the numbers 
within. The class is divided, each child having a 
blue or red paper badge pinned on him. The sides 
each in turn throw a bag on a number or at a num- 
ber (circle can be on floor or board.) There is a score 
table on the board: 

Red 8—6—2—3—7—8—5—8 

Blue 7—3—5—9—8—7—6—7 

How many more did the red's have than the 
blue's ? A child might keep score. 

A diagram is made on the blackboard. Any num- 
ber of figures may be made in the circle. Each play- 
er takes a piece of chalk, and with eyes shut, moves 
it about the circle saying: 

"Tit-tat-to, my first to go, 

Three jolly butchers all in a row. 
Stick one up, stick one down, 

Stick one in the old man's ground." 

He then puts his chalk on a number, eyes shut. 
Each player records the number of space in his row 
for addition. Space is "scratched." Game ends 
when all the spaces are scratched. Children add the 
numbers they have. One having largest sum is the 
winnner. 

Have the children each draw a 24 inch circle on 
the board, placing around the circle the figures which 
have been used in previous combinations. In the 
center place a figure to be added. Have all the 
children start at once to see who can get around the 
track first without mistakes. The game can be 
played in addition, subtraction, or multiplication. 

Cut ten cards and place on the numbers 2, 4, 6, 
8, 10, 12, 14, 16, 18, 20. Cut twenty cards eight in- 
ches long and four inches wide, and on them write 
the numbers, "2x1" on one side of a card and "1x2" 
on the other side of same card. With the other 
multiples of two write in similar way, as "2x2," 
"2x3," "3x2," "4x2," "2x4," etc., up to "10x2" and 
"2x10." Each pupil in the class takes one card, then 
one child runs lightly to the front of room and shows 
his card to the class, as "2x3." The pupil who has 
the card with "6" on it, runs lightly forward and 
stands beside the first pupil. If the first child shows 
a card with only one number on it, as "16," the child 
who has the card with "2x8" on it, runs forward and 

15 



shows the card to the class. The pupils in their seats 
make corrections if necessary. 

Have a number of flash cards with numbers no 
higher than five written on them. Give each num- 
ber of the class one of these flash cards. Choose 
one of the children to be "it," telling him he will be 
given three minutes, in which to make a score or 
find the cards. He then blinds his eyes and the other 
children hide the cards. When the teacher calls 
"time" the one who is "it" searches for the cards. 
As he finds them he calls out their numbers and 
writes the figures on the board. He then chooses 
another one to be "it" who continues the game while 
he himself, counts his score. The game proceeds 
until each child has had a turn when the scores are 
compared and the children decide who wins the game. 

A target may be made on cardboard or a soft 
board and hung on the wall. The pupils throw an 
arrow made by sticking a large pin or nail through 
a cork. Three to five feathers may be stuck in the 
top to give it speed. Each child throws twice, giving 
the sum or the product or difference between the 
number he hits and the one in the center. The num- 
ber may be changed, according to the children's 
ability to add or subtract. When giving combina- 
tions involving 1, 2, 3, or another figure, the num- 
ber in the center may be changed. It may either be 
added or subtracted. If impossible to have a target 
and arrow, the target may be drawn on the board 
and the teacher point to the figure. The one giving 
the most combinations wins. 

Third Grade 

Twelve children stand in a circle. They are each 
given the multiple of two numbers, for example, in 
learning the 4's — one child is given 16; another 12; 
another 32, etc. One child stands in the middle 
with a rubber ball. When he bounces the ball he 
calls out 4x4 and the one who has 16 is supposed to 
catch it, saying at the same time, "4x4 equals 16." 
If he succeeds in catching it and giving the correct 
answer he stands in the center. 

Divide the class into two baseball teams. Draw 
a baseball diamond upon the blackboard and write 
three or four numbers at each base. Some numbers 
to be added or to be used as multipliers are written 
in the pitcher's place. The pupil makes a home run 
by giving all the answers (sums or products) as the 
teacher, starting from the home plate, points to some 
number at each base. Thus, to use the game to 
multiply by 9, the teacher may point to 6, 9, 7, and 
5, the pupil calling 54, 81, 63, and 45, which con- 

16 



stitute's a home-run. If a mistake is made, say at 
second base, the umpire calls "out on second." The 
game is to see which team gets the most home-runs. 

The children form a circle, one child outside be- 
ing the shepherd. The shepherd taps some one on 
the back, saying: "Have you seen my sheep?" The 
one tapped will reply: "No, how many pounds did 
he weigh?" The shepherd will reply with some such 
combination as 3x5, or 8 plus 9, or 10 minus 4, and 
then start to run around the circle. The one tapped 
must give the answer to the combination before he 
can run after the shepherd, who tries to get around 
to the vacant place before he is caught. If the one 
tapped cannot answer his combination correctly, he 
must take his place in the center of the circle. 

The children stand in two lines facing each other. 
Each child must be opposite an opponent. Then 
some number is decided upon, as twelve. One child 
gives a number, such as seven, and his opponent is 
required to give the number which must be added to 
give twelve. This is done all along the line. When- 
ever a child misses, the mistake is recorded by the 
captain of his line. The mistakes are counted after 
a given "time, and the side which has made the few- 
est mistakes wins. 

Divide the class into two armies, A and B. Let 
them choose captains. The captain of army A asks 
a soldier of army B a combination. If the soldier 
cannot reply correctly, army B loses a soldier and 
army A gets him. If he replies correctly however, 
he has the privilege of asking a soldier of army A a 
combination. The army having the most soldiers at 
the end of a stated time wins the battle. The game 
may be used in subtraction, addition, multiplication, 
or division. 

The room may be divided into three groups. The 
pupils in one row hold cards with a multiple of the 
number of the table 5 or 10, as 30. The pupil in the 
front seat stands and the pupils in the opposite row 
who hold 6x5 must stand. Then the person with his 
card opposite him must stand with his card and so 
on. The object is to see which group has all pupils" 
standing first. If there are quite a number in the 
room monitors may be appointed to keep account of 
the work. 

Ten or twelve children form a circle. The teach- 
er or a pupil gives each child a different number. 
If they are learning the tables of 4's the numbers 
would be 4, 8, 12, 16, etc. When each has been given 
a number another pupil takes the center of the circle 
and bounces a soft rubber ball saying 4x4 or some 

17 



other combination. The pupil whose number is the 
answer steps forward, saying his number, quickly 
and catches the ball before it touches the floor. If 
the answer is correct he takes his place in the center. 

Make a circle on the board with figures around 
it up to 12, having them out of their natural order. 
Put the figure of whatever multiplication table chil- 
dren are learning, in the center of the circle. Have 
them see who can give all the products correctly 
and in the shortest length of time. Have children 
keep their own scores. The children with perfect 
scores are excused from the next drill. 

Write on flash cards the tables without the an- 
swers, as 3x3 — on the other cards write the answers 
as 9. Half the children have the first type, and half 
the other. Let the children, one at a time run to the 
front of the room with a card having the table. 
The child having the answer runs up in front, to 
show it. If it is the correct answer it counts one for 
him. If a child does not give the right answer he 
may give the card to a child knowing it. The work 
may be varied by having the child having the answer 
run to the front of the room and the child having the 
table match with the answer. The children having 
the most cards at the end win. 

RECIPE FOR PASTE. 

2 cups flour; 4 cups cold water; 1 tablespoon 
powdered alum; 1 teaspoon oil of cloves; 2 cups boil- 
ing water. Mix flour and water like any batter. 
Mix the alum in a little cold water. Add to batter. 
Add boiling water slowly stirring hard. The paste 
should be of the sonsistency of starch. Add more 
hot water if necessary. Boil like starch for five 
or ten minutes. Add oil of cloves when nearly cold. 
This makes 2 quarts. 



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